Larbert High School Faculty Self Evaluations 2018/19

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Larbert

High

School

Faculty Self

Evaluations 2018/19

Member of SLT Responsible: John Doherty

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Contents Overview

Faculty Pages

English 3-5

Expressive Arts 6-8

Health and Wellbeing 9-11

Humanities 12-15

Languages 16-19

Mathematics 20-29

Science 30-32

Technologies 33-37

In August 2019, each Faculty in Larbert High School reflected on their progress across session 2018/19 using three Quality Indicators (QIs) from How Good is our School? (4th edition): QI 1.3 – Leadership of Change QI 2.3 – Learning, Teaching and Assessment QI 3.1 – Ensuring Wellbeing, Equality and Inclusion In each they have addressed the following six questions:

- How well are you doing? - What’s working well for your learners? - How do you know? - What evidence do you have of positive impact on

learners? - What are you going to do now? - What are your improvement priorities in this area?

What follows is each faculty’s self-evaluation summary.

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Faculty: English, Media & Psychology

QI 1.3 Leadership of Change

How well are you doing? What’s working well for your learners?

How do you know? What evidence do you have of positive impact on learners?

What are you going to do now? What are your improvement priorities in this area?

We offered a National 5 family learning experience that involved a small group of parents being taught the full National 5 English course alongside their child. One parent sat the exam and two were awarded National 5 English units. There was also a six-week block offered to all parents focusing on Paper 1 of the N5 English exam.

There were improved Prelim results for the children involved (all achieved an A or B in the Prelim) and the SQA results were: 2 As and a B for the pupils and an A for the parent who sat the exam. The other parents who completed our course were awarded the N5 English freestanding units and N5 Literacy. All reported feeling more confident and engaged by this process.

We are expanding it to involve all N5 parents starting with the Paper 1 component and then involving more of the faculty to teach specific texts so more parents can be involved regardless of their child’s English class. 7 families came to our inaugural class of this session which began at the start of January.

That Reading Thing reading recovery was rolled out in January by 3 Support for Learning Assistants and 1 Education Welfare Officer to 46 pupils. The time involved for each pupil varied depending on their needs and we also introduced a successful handwriting support programme for some of these students.

27 pupils were asked about their confidence with reading and/or writing at the start and at an appropriate point recently and every single one of them improves feeling more confident with facing these tasks with pupil saying he was a 0 for reading and now feels a 5 (out of 10). Most of the pupils are still in the middle of the programme but two pupils have completed the full decoding programme: one’s reading age has increased 3 months in 3 months and another’s reading age was 13 months beneath his chronological age when he started school and he’s now 4 months ahead of it.

We’re also looking to support pupils who have completed the decoding programme to develop the others aspects of successful reading: fluency, phrasing, comprehension and the role of vocabulary. We are also working with the That Reading Thing’s creator on a pilot programme she has made called STaRT which blends decoding and spelling skills.

We introduced Higher ESOL in addition to National 5 ESOL to appropriate students.

Higher SQA results are: 1 A and 1 B and National 5 results are also 1 A and 1 B. This has also ensured two S6 pupils’ entry into further education as part of their conditions.

We are continuing to offer these ‘extra’ qualifications to appropriate identified students in conjunction with Year Teams. In session 2019/2020 involve 8 Higher pupils and 2 N5 ones.

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QI 2.3 Learning, Teaching and Assessment




All S4 pupils achieved an award in English. 218 pupils, 67% of S4 have passed National 5 English with a pass rate of 98% including 52% A passes.

This ensures that the vast majority of our National 5 pupils are achieving awards in English which helps them progress onto courses in S5/6.

We are continuing to ensure that as many S4 pupils as possible are being presented for National 5 English.

National 5 Media has a 100% pass rate for S4-6 pupils. 81% of S4 N5 Media pupils attained an A pass. Our inaugural S4 School of Media sat the Higher Media exam and both S3 and S4 Schools of Media have 100% pass rates.

Of the S3 School of Media 13 As were achieved out of 16 pupils who sat N5. Our S4 School of Media scored 10 As, 1 B and 1C. The Schools of… programme continues to have a positive impact on Media attainment. Working with Year Teams at course choice and sharing clear information with parents and pupils about the Media courses is ensuring that pupils are choosing this demanding subject appropriately.

This session is our first year of two Schools of Media in S3: one will sit National 5 and the other will sit National 4 Media. We continue to embed the new N5 & H Media courses for all of our students.

We offered HNC Media and Communication units in English Language Skills, Media Features & Trends, Complex Oral Presentation & Research Skills.

We were very successfully verified by SQA in these units and of the 8 pupils one passed all 4 units, four passed 3 units, one passed two units and two passed one unit.

We continue to review our S6 opportunities and pathways for pupils. While we opted not to do the HNC for session 2019/2020 it is something we will keep in mind for our Media pathways – particularly for the inaugural School of Media in S6 in session 2020/2021.

We introduced a bi-level National 4 and National 5 class for borderline students who mightn’t have been ready for National 5.

Of the class, 14 sat the SQA exam and the results are 4 Bs, 8 Cs, 1 D and 1 No Award. This has given pupils the opportunity to take Highers in various subjects in S5/6 as appropriate for them.

We are continuing to be aspirational with borderline students and will always give them the opportunity to attain to the highest standard.

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QI 3.1 Ensuring wellbeing, equality and inclusion




We developed our school newspaper further by continuing to produce three paper editions of The Scope as well as digital content online.

All 13 passed a SCQF6 unit as part of their experience. Each edition of the paper is high quality and written to a high standard demonstrating their literacy skills and applying writing to a real life context. Our school newspaper was also Highly Commended by FirstNews School Newspaper of the Year Awards 2018-2019.

We are continuing to produce copies of The Scope online and in paper formats to give students an opportunity to use their literacy skills in a journalistic context. We have 9 journalists signed up for session 2019-2020.

We have developed a partnership with Into Film and restructured our BGE Media WAOs as Into Film Clubs and we also offered a lunchtime Into Film Club.

Two pupils won their national awards for film reviews and another was commended for a film he’d made. Incidentally one of our teachers, Kerry Abercrombie, was nominated for Into Film Media Teacher of the Year which attests to the high quality experiences pupils at Larbert receive when studying Media.

We’re embedding this format this year to further enhance pupils’ experiences and skills. 56 pupils have chosen Into Film Club WAOs and 32 regulars attend lunch Into Film Club.

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Faculty: Expressive Arts



How do you know? What evidence do you have of positive impact on learners


Faculty staff have a greater understanding of the social, economic and cultural context of the local community of current educational policy. All staff are committed to change in the faculty, understanding the need to create an environment conducive to high quality learning and teaching. All staff are involved in the evaluation of the impact of improvements. 36% overall increase across the faculty in Senior pupils.

INSIGHT being used to identify areas of strength and for development. One to one INSIGHT meetings with each member of staff. Clear focus in lessons on SIMD deciles. Desire to be involved in school and local authority work.

Each member of staff has their ERD clearly linked to the faculty improvement plan. All staff were consulted on the Faculty Improvement Plan at the initial planning stage, both at a Whole School and Faculty level.

SQA data analysis with areas for improvements identified and relevant course changes made. INSIGHT analysis used to strengthen the curriculum and create professional discourse regarding improvements for all.

S2 and Senior option choice data. OTB data. Pupil views on current courses. Observations of lessons showing positive, engaging learning experiences.

Develop a Family Learning strategy targeting SIMD 1-3 pupils and parents. Ensure PEF money is utilised in areas identified through Whole School and Faculty analysis of INSIGHT.

Ensure staff ownership of the improvement plan through providing structured leadership opportunities in their chosen area. Strengthen Self Improvement processes to inform improvement planning through effective collaboration with all stakeholders.

Further scrutiny of particular areas for development through the use of INSIGHT and SQA data. Engage in a series of ‘looking outwards’ visits to particular schools known to be strong in our identified development areas.

Continue to emphasise the importance of creativity as a key skill in learning, life and work. Increase opportunities for NQ presentations through alternative pathways and new subjects where appropriate.

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Positive, nurturing and appropriately challenging relationships leading to high quality outcomes. Learners play an active role in the school and wider community. Tracking and monitoring are well understood and used effectively.

Increased numbers of pupils choosing all 5 subjects at both BGE and Senior phase. Learning walks show a positive and proactive ethos in almost all classrooms. VSE visits show continued improvements in ethos. Large numbers of pupils are now representing the faculty across all 5 subjects throughout the year. Attendance figures at all extra-curricular clubs have increased. Participation in large and small scale events at whole-school level have increased. Further consolidation of community links as well as forging new partnerships. Drama courses are designed to link seamlessly with the OTB tracking system and Improvements in Performance meetings have shown this to work effectively. Learner conversations are based around target grades or current working levels, with pupils understanding where their next steps are in their learning.

Ensure all staff are aligning their teaching with the school’s Climate for Learning drive.

Look for ways to further align learning and teaching with skills for life, learning and work through the community work being carried out. Look for possible NPA and NC accreditation.

The focus this year will be to ensure all 5 subjects report consistently throughout the year, at the appropriate points. New meeting times with one of the faculty PTs will be created to ensure staff meet and discuss tracking regularly. This will then feed back into moderation consults to further drive forwards consistent approaches to assessment.

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All stakeholders promote a climate where children and young people feel safe and secure.

Promoting creativity as a Higher Order Thinking skill.

Wellbeing, equality and inclusion.

Increased uptake across the faculty. Increased attainment throughout the faculty. Increased achievement opportunities across the faculty with increased numbers of pupils, from all backgrounds and SIMD, taking advantage of these opportunities.

Increased uptake across the faculty. Increased attainment throughout the faculty. Increased achievement opportunities across the faculty with increased numbers of pupils, from all backgrounds and SIMD, taking advantage of these opportunities.

Speaking to pupils, it is clear that they feel the faculty is an inclusive area of the school, where they are able to express themselves in a supportive and non-judgemental environment. Increased attainment in practical elements of courses shows that pupils are confident and well prepared in SQA practical exams.

Continue to promote a Climate for Learning in all areas of staff development. Ensure that all pupils are regularly reminded of the skills Expressive Arts develops in both a formal and extra-curricular activity, especially in the area of MESP. Further promote this at all levels, including primary school, to allow pupils to see the benefits of all Expressive Arts. Ensure that Creativity is promoted in appropriate meetings with parents, giving clear and succinct evidence of the benefits of Expressive Arts in learning, life and work, focussing primarily on employment skills and mental health. Further promote personalisation and choice in courses that allows pupils to express themselves whilst fulfilling assessment criteria.

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Faculty: Health & Wellbeing





Within the HWB faculty we have: Developed coherent curriculum pathway in both PE & FCT to deliver a range of Certificated National Qualifications and WAO awards in subjects such as Dance, Cycle Maintenance, Childcare & Leadership and Volunteering through Sport. Created a tailored staff development programme comprising of CPD and Moderation sessions allowing staff to enhance their professional knowledge in a variety of topics identified through self-evaluation. Rigorously analysed INSIGHT information to identify areas for improvement within the faculty and implement targeted strategies to increase attainment/achievement.

Personalised Progression Pathways in PE (S2-3) Variety of courses offered within the Senior Phase in Both

PE & FCT (See Pathways Document). Subject Uptake Numbers (inc WAOs)

This was an area of strength last year with staff undertaking sessions in BGE & N5/H moderation whilst also undertaking CPD sessions to enhance the delivery of Netball, Swimming, Gymnastics, Dance and Problem Solving within the BGE Curriculum in PE.

Staff Analysis & INSIGHT report undertaken Class Specific Targets set. Performance in PE, Dance, Hosp, HFT and Cake Craft at a

consistently high level as evidenced by SQA results.

This year we are also introducing an SCQF L5 NPA that will be undertaken by S2/S3 Developing Performance and Schools of Classes. This will contribute to the ‘raising attainment’ agenda as young people will be achieving a L5 award by the end of S3.

This session we are also implementing our School of Hospitality which will involve approximately 60 S1 pupils and running an NC course in Professional Cookery, which will be undertaken by Senior Pupils, delivered in partnership with FVC.

Continue to ensure high levels of staff leadership through strategically planned consult programmes in PE & FCT. 2 key areas of focus will be plenaries and climate for learning.

Analyse INSIGHT data from 2018-19 in October to inform future planning.

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Subject/Activity Choice in PE/FCT Within PE following a core programme in S1 young people have the opportunity for personalisation and choice to select a choice mode in S2/3 while covering the SAOL’s. Building on an excellent S1 FCT experience the number of young people continuing in the subject is above local and national measures. Within the faculty there are a number of certificated and vocational course on offer within the senior phase to cater for all learners. The faculty also offer four schools of which offer a pathway from S1-S6. Classroom Learning Experiences High Quality Practical Learning Experiences carefully planned within both faculty subjects to ensure appropriate pace and challenge for all learners. Self-Evaluation Self-Evaluation within the faculty is strong through regular tracking and monitoring meetings, learning walks and sharing best practice at consults.

VSE Feedback Progression pathways working effectively Pupil questionnaires (end of block EV for BGE). Uptake within faculty subjects. Numbers selecting schools of. Direct Observation T&M Data Sampling of class work Sharing best practice

Continue to self-evaluate the following areas:

Quality of feedback Pace and Challenge

Differentiation and Targeted Support Strategies

Climate for Learning

Use of Plenaries

Introduction of 3 minute learning walks on a more frequent basis to continue to QA L&T across the faculty.

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High Quality of Mental, Emotional, Social & Physical Wellbeing ensured as a result of the effective delivery of PE from P1-S6.

Our expansive Extra-Curricular programme offers a wide variety of opportunities for participation in activities which offer further scope for learning.

Inclusive curricular pathways in PE & FCT offer opportunities for personalisation and choice.

Schools of Sport help to engage pupils who have faced challenges within primary school and contribute towards attendance and attainment across the school.

Principles of GIRFEC evident within every lesson and through the additional events organised with the faculty.

All pupils in the cluster receive at least 2 periods of PE per week from P1-S6.A wide range of cluster sports festivals are run by PE staff offering opportunities to participate in Sport and Physical Activity On average 550 pupils participate in Extra-Curricular clubs each term. Particular areas of strength have been Football Academy, Dance and our S1 Cooking Club. A number of graded & vocational national certificate courses are offered with PE & FCT. All of these courses have been popular and allowed pupils to achieve qualifications in subjects linked to their intended destination when they leave school. School of Sport teacher mentoring pupils and monitoring their behaviour. Over 30% of S1 pupils are involved in a School of Sport using sport as a vehicle to promote success and personal talents. VSE visits and Learning Walks Carried out by PTs & DHT to ensure that pupils needs are being catered for on a daily basis.

Trips/Competitions MESP Day Pathways Conference Skills Builder Sessions

Build our School of Rugby programme to offer more opportunities for SOR pupils to represent the school in competitive matches. Introduce a Larbert High Gymnastics Competition to build upon the success of the primary Gymnastics Competition. Successfully implement NC in Professional Cookery for Senior pupils. Introduce School of Hospitality to develop pupils’ culinary skills whilst learning about the importance of Nutrition in day to day life.

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Faculty: Humanities





The Curriculum Within the Humanities Faculty we have enhanced our curriculum pathways to offer a variety of relevant courses leading to certification and national awards through SQA and other recognised bodies. We can now offer eight SQA certificated subjects at levels from N3 to AH. In addition, we have introduced SCQF Level 5 Social Sciences for an identified cohort to improve their attainment. We are now focusing on delivering Philosophy at both National 5 and Higher rather than Sociology following feedback from staff, pupils and analysis of results. We offer WAO courses which lead to two nationally recognised award (John Muir and JASS) as well as an Advanced Higher RMPS Unit through Medical Ethics.

Staff feedback through consults and one to one discussions Pupil feedback through online surveys and focus groups Results analysis and the use of INSIGHT and CfE Machine Improvements in Performance discussions in partnership with Maths and Computing and an additional link depute

Develop staff and pupil feedback opportunities throughout the year to be more focused; use the feedback at Consults as reflective questions Re-introduce Higher Environmental Science Continue to develop NC Social Sciences resources at Level 5 and build up a bank of resources for Level 6. Create a ‘unit’ of work for pupils withdrawn from National 5 exams to ensure Level 5 presentation.

Cluster Link We have a successful link with the cluster primaries which focuses specifically on map skills. This has had a positive impact of cluster pupils as they are better prepared for map skills lessons once here at LHS.

Pupil and staff feedback Attainment data (BGE Tracking)

We would like to develop this link with the cluster and offer CLPL (much like the Spanish course offered by the Languages Faculty). Initially we will discuss the project with the Cluster Heads to understand what CLPL would be helpful . We hope this will develop into a reciprocal relationship with cluster staff offering CLPL for members of the Humanities Faculty.

Raising Attainment Undertaken rigorous analysis of exam data, particularly through INSIGHT an CfE Machine. This analysis has developed a raising attainment strategy for the faculty.

Pupil feedback through online surveys and focus groups

Continue to develop staff leadership opportunities, particularly in terms of additional work carried out with the SQA.

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Supported staff to undertake additional roles within the SQA and attend Understanding Standards events which has developed our understanding of the subjects we present.

Results analysis and the use of INSIGHT and CfE Machine Staff feedback through one to one discussions

Develop e-profiles across the Faculty. Enhance exam preparation through exam style questions with example answers.





Course Structure All courses across the faculty are based around our identified common SAOLs: Decision Making & Reasoning; Information Evaluation & Analysis; Research; Information Application & Manipulation. These are reflected in pupil profiles from S1 through to senior phase so pupils become familiar and skilled in self-evaluation of progress in these areas. These skills are identifiable in all faculty subjects and so it is a genuine build-up of skills on their learner journey.

Staff feedback through consults and one to one discussions Pupil feedback through online surveys and focus groups

Produce N4 materials online so that pupils who cannot access classroom learning can still achieve. Create regular moderation time in Consults in order to standardise assessment across the Faculty. This will be modelled through the S1 tasks and then applied to all assessed tasks in the Faculty. Senior Phase moderation will follow the SQA procedures.

Fast Track Two cohorts of pupils have been identified as ‘fast track’ classes which are being prepared for possible presentation at the end of S3.

Pupil feedback through online surveys and focus groups

We would like to expand this model to other subjects within the faculty.

Pathways In Senior Phase we have a variety of pathways open to pupils through one year and two year courses from level 4 to level 7. We have recently expanded our curriculum to include NC Social Sciences.

Staff feedback through consults and one to one discussions Pupil feedback through online surveys and focus groups

We are going to develop resources to deliver Social Sciences at Level 6.

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Results analysis and the use of INSIGHT and CfE Machine Improvements in Performance discussions in partnership with Maths and Computing and an additional link depute

We are going to develop a pathway through the BGE which ties in with Social Sciences in the senior phase to best prepare pupils for the qualification. Ensure we have robust tracking and monitoring which will enable us to target pupils appropriately for alternative pathways.

Partners Pupils have opportunities to work with a wide variety of partner organisations in school and on excursions which increases motivation & engagement as well as highlighting the relevance of our courses to the real world.

Pupil feedback

Develop one meaningful partnership across the faculty which truly enhances learning opportunities for our young people.

Self-Evaluation Self-evaluation takes place through formal and informal discussion and observation across the faculty. This includes formal PT lesson observations, learning walks, tracking and monitoring consults and INSIGHT analysis.

Lesson observations and discussion at consults SQA results Observation records, Staff discussion, Faculty consults

We have developed our Learning walks this session to follow the 3-minute walkthrough structure. This will allow for reflective questions at Consults leading to self-evaluation and improvement.





Extra-Curricular Clubs We offer a variety of extra-curricular opportunities including: Amnesty International Club; Eco-schools; Fairtrade; SAGT Geography Quiz; and two literacy focused skill builders’ clubs.

Pupil feedback and national recognition e.g. Amnesty UK awards/ SAGT Quiz final

Develop a School of Sustainability/Citizenship

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Inclusion Lessons throughout faculty courses exemplify and model inclusion and equality with real world examples.

Course planning documents and case studies.

Work closely with Melissa McIlquham and the Pupil Support Team to ensure we are providing inclusive learning environments for pupils with additional support needs.

Curricular Trips Visits and fieldwork incorporate academic and social goals and are made available to all pupils. Residential trips also provide opportunities to deepen levels of study and relate to real world examples.

Pupil feedback

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Faculty of Languages





1. Staff have consistently high

expectations of all learners. 2. Staff have regular

opportunities to develop and refine their classroom practice.

3. Embedding of the 1+2

Languages strategy across the Larbert High Cluster.

Purposeful working atmosphere evident in the overwhelming

majority of classes. Consistently strong exam results as outlined below under QI2.3 Good uptake in the senior phase with 280 pupils studying

languages in S4-6. All staff completed a Practitioner Enquiry in session 2018-19,

with the majority focussing on feedback. 80% of staff consulted pupils on feedback given, meaning pupils felt their opinion was valued.

Regular sharing of good practice and ideas, both informally and formally at consults allowed staff to add new techniques and activities to their teaching toolkit, resulting in engaging lessons being delivered.

5 primary colleagues presented for Nat 5 Spanish, passing with a

grade A. Increased number of applications to the School of Languages,

with 35 pupils across two SOL classes in S1 in session 2019-20 compared to 23 pupils last session.

Enthusiasm shown by P7 pupils during their transition week and S1 pupils when they arrive in the department.

With a large number of new staff, ensure consistency of expectations across the faculty.

Ensure new staff understand the high expectations of pupils.

“Sharing good practice” to be a standing item on consult agendas, with a different focus at each meeting.

Encourage wider engagement with CLPL at a local and national level. CLPL noticeboard to be created in the Languages base, highlighting CLPL opportunities, professional reading and teaching ideas.

Create an area on Staff Shared where resources can be shared among staff in order to reduce workload and encourage the sharing of good practice.

Continue to work closely with and support cluster primary

schools in the delivery of L2 and L3. Continue to offer primary colleagues the opportunity to study

Nat 5 Spanish. Gauge interest in training in other languages being taught as L3 in the cluster.

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4. Planning for improvement is

based on effective self-evaluation.

100% of staff participated in exam analysis of SQA results and

subsequent Insight data. Staff’s views sought at end of last session when asked to

evaluate strengths and areas for development within the department.

Continue to engage in exam analysis / Insight activities in

order to identify trends and plan for improvement e.g. strategy for improving pupil performance in Nat 5 and Higher Writing exams.

1:1 discussions between staff and Principal Teacher with regards to tracking and monitoring in order to ensure the necessary interventions are in place for pupils to achieve success.





1. Strong SQA results in the

2019 exam diet.

194 pupils passed Nat 4 in either French, German or Spanish. 100% pass rate in Nat 5 Italian, Higher French and AH German. 87% of S4 pupils presented passed Nat 5 German, 90% passed Nat

5 Spanish and 91% passed Nat 5 French. 75% of S5/6 pupils presented passed Nat 5 German, with 80%

achieving a pass in Nat 5 Spanish. 85% pass rate for Higher German, 94% pass rate for Higher

Spanish. 80% pass rate at AH Spanish. Staff make use of a wide range of creative and innovative teaching

strategies in order to ensure pupil engagement as evidenced by PT and Peer observations.

Ensure supported study, small group tutoring and Easter school sessions are available for all languages, where needed.

Ensure meaningful interventions are made where pupils are identified as a concern in Tracking and Monitoring Reports.

Present candidates for Nat4/5 Mandarin and Higher Italian for the first time.

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2. Quality of Learning and Teaching

3. School of Languages

embedded in the curriculum offered by the department.

PT delivered a session on Learning and Teaching ideas at the 2018 SALT Conference.

Pupils in the School of Languages achieved outstanding results at

Nat 5 and Higher level in the 2019 SQA Exam diet. Increase in demand for places in the S1 School of Languages. Continuing close links with Heriot-Watt University which open up

enrichment experiences for our pupils.

Staff will share learning and teaching ideas at consults. Ensure time for peer observations.

Increase the number of staff involved in teaching in the School of Languages from 2 last session to 5 in 2019-20.

Introduce German to the S1 School of Languages. Plan for a Spanish Immersion Trip in September 2020. Introduce a School of Languages Graduation Ceremony.





1. Learning outside of the classroom

2. Language Ambassadors delivered family learning

Trips to Madrid, Berlin and Opal Coast now embedded with

positive feedback received from both pupils and parents. Italy trip planned for June 2020. Increased number of extra-curricular clubs in place for session

2019-20. Positive feedback from parents and cluster primaries. Desire

expressed to widen the programme across more primaries in session 2019-20.

Language Ambassadors have developed leadership skills.

Establish German, Mandarin, Spanish and Foreign Film Clubs. Re-introduce French Trip e.g. Opal Coast Plan for School of Languages Spanish Immersion Trip in

September 2020. Widen family learning programme across more primaries. ESOL to be offered as a family learning opportunity by Julio

Ardila this session. Plan for family learning opportunity in French, German or

Spanish within Larbert High next session.

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opportunities in two cluster primaries.

3. Learners’ achievements are recognised through positive referrals and sharing of success with the wider school community.

4. Departmental involvement

in the curriculum in the ASD provision.

5. Celebrating diversity

Vast majority of staff regularly issue positive referrals. Positive feedback on and high levels of engagement with the

@LHSLanguages Twitter page, which now has just under 3400 followers.

Almost 90% of staff have a Twitter account through which they share the work of their classes.

One of our probationers delivered a bespoke German course in our

ASD provision. The PT was impressed with the way in which resources and lessons were tailored to suit the needs of this specific group of learners. Pupils were highly engaged in these lessons.

By its very nature our courses help to develop pupils’ awareness of

the world around them, as the cultures of other countries are explored.

European Day of Languages was celebrated with a week of activities involving pupils in all year groups through quizzes at form time, a lunchtime concert amongst other activities.

Monitor weekly OTB reports in order to ensure greater

consistency in the rewarding of positive referrals. Continue to maintain a high profile on Twitter as a way of

showcasing the work of the department and students. Continue to facilitate Languages input in the ASD provision. Continue to expand the celebrations of European Day of

Languages. Re-introduce the S1 Mandarin Immersion Experience. Embed new BGE Foreign Film, German, Mandarin and

Spanish clubs, where the culture of other countries will be explored and celebrated.

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Faculty of Mathematics & Computing





We have improved our Numeracy intervention programme by continuing develop the pedagogy of staff and allocate time to intervention.

45 members of staff from across the Larbert Cluster have attended 4 training sessions delivered in-house on Maths Recovery approaches. This has included one SfLA and two EWOs from LHS. Two pupils in S1 have begun Maths Recovery assessments to identify the gaps in their knowledge.

In session 2019/20, we will continue to embed the principles and practices of the Maths Recovery approach into the intervention programme and increase the number of pupils impacted by this. We have an allocation of SfLA time to devote to Maths intervention and this will be used in this way. We will also be delivering an alternative curriculum in S1, through the pupils support faculty, which will focus on improving the knowledge and attainment of our learners still working at Early/First level.

This session we will further embed the programme to work with up to 30 pupils across S1 to S3. We will train more staff in Maths Recovery approaches and those already trained will work towards achieving Maths Recovery accreditation. Staff from the faculty and from across the cluster will also take part in the FVWL RIC initiatives.

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We have continued to promote effective pedagogy and high standards within our cluster primary schools and have devised a strategic plan for Phase 2 of improving outcomes in Numeracy and Mathematics across the cluster.

Cluster Numeracy Champions have fed back at cluster meetings and through transition data that the approaches to numeracy across the cluster have been working well for identified pupils. All cluster staff were involved in a market place event in December to share good practice. Cluster staff have produced a booklet with input from each school to share 3 learning and teaching strategies which they find to be particularly effective.

Continue to work collaboratively with cluster primary schools to drive forward Phase 2 of the strategic plan. This includes a further focus of Pedagogy, introduces the focus of Transitions and places an emphasis on CLPL opportunities for staff.

The current UiP jotters used for Maths will be replaced by a P7 profile.

Staff from the Mathematics faculty will link directly with P7 teachers in session 2019/20 to collaboratively plan and deliver lessons to aid and ease transitions.

We have continued to embed the use of INSIGHT, BGE T&M and targeted interventions with selected groups of pupils to raise attainment.

Staff engaged in an INSIGHT consult in September 2018 to analyse our results against our Virtual Comparator. Staff are now more aware of the measures used to evidence attainment and can articulate where our faculty sits in the whole school picture of attainment. 7 pupils across S4 consistently attended Peer Tutoring sessions with senior pupils as part of the PEF strategy and improvements in performance were noted as follows:

Pupil Name Target Grade Prelim Grade Exam Grade

Pupil 1 A A A (Band 2)

Pupil 2 B A A (Band 2)

Pupil 3 A D B (Band 3)

Pupil 4 A B B (Band 4)

Pupil 5 A C B (Band 3)

Pupil 6 C C C (Band 6)

Pupil 7 C C B (Band 4)

Continue to engage with INSIGHT on a regular basis to analyse and evaluate faculty performance.

Continue to run tutoring interventions enhanced by a Numeracy/Mathematics leadership team. This will involve one to one peer tutoring.

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Feedback from pupils highlighted that they did not find the sessions useful. We identified that the National 5 cohort as a whole had an average of a 0.27 band increase from prelim to final exam whereby those who attended Small Group Tutoring and one-to-one tutoring and estimated at a 7, saw an increase of 1.31 between the prelim and exam. The Higher cohort as a whole had 0.64 band increase from prelim to final exam whereby those who attended Small Group Tutoring and one-to-one tutoring and estimated at a 7, saw an increase of 1.1 between the prelim and exam. 95.1% of pupils in S4 achieved level 4 Numeracy compared to our virtual comparator at 88.1%. 69.8% of pupils in S4 achieved level 5 Numeracy compared to our virtual comparator at 60.1%. 92.7% of pupils in S5 achieved level 4 Numeracy compared to our virtual comparator at 95.6%. 77.7% of pupils in S5 achieved level 5 Numeracy compared to our virtual comparator at 76%.

We continue to promote self-evaluation through the ERD and Professional Update processes and the completion of Career Long Professional Learning.

100% of faculty staff completed the ERD process in 2018/19. Faculty staff have engaged in a variety of CLPL activities including attendance at courses, professional reading and enquiry and volunteering to lead an initiative at faculty or whole school level. Learning has been evidence though sharing at faculty consults and observed through classroom visits by faculty PTs. We have shared our knowledge and expertise with each other at faculty consults and take the time to share resources via a Google Team Drive.

Continue to engage with the ERD process further, spending time at faculty consults to engage in professional discussion, enquiry and self-evaluation.

Place a further emphasis on effective learning, teaching and assessment in Mathematics, considering a wide range of pedagogical strategies and techniques including the use of concrete materials, example problem pairs, goal free

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One member of staff was successful in gaining a new post in another Falkirk school. Another member of staff was successful in gaining a promoted post as PT Pupil Support. 4 members of the faculty completed the Mental Health training programme.

problems, interleaving and spaced retrieval.

We have four members of staff involved in SQA/Education Scotland duties including marking, verification and QAMSO.

Knowledge has been shared across the faculty during moderation and verification consults. This has allowed for a more coherent and robust curriculum to be taught with consistent messages. This has been evidenced during classroom observations and via prelim/assessment marking.

Further promote the expertise gained by taking part in events such as these to engaged a larger number of staff. Continue to share key messages and make changes to the curriculum or practice as necessary.





We ensure consistently high standards of learning and teaching, especially in areas such as profiling, differentiation, feedback and questioning.

PT Learning Walks highlighted that the faculty key strengths were:

Pupils experienced rigour in most lessons

Strong positive relationships between staff and pupils

A wide variety of learning resources was being used

More consistent application of the LHS Learning & Teaching policy

We have continued to embed and effectively use senior phase pupil profiles. Pupils have been observed referring to these for guidance and additional practice. Learners have the opportunity to constantly revise past topics by taking part in a low stakes weekly quiz. Results of these have highlighted that regular practice and revision has boosted success and confidence.

Continue to promote high standards of learning and teaching, in line with the whole school focus points and with findings form PT Learning Walks.

Focus points for this session are:

Continue to develop skills in co-operative learning

Continue to enhance the use of effective plenaries

Continue to support the needs of all pupils by differentiating appropriately

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Develop BGE profiles in line with the senior phase for full implementation in 2020/21.

Continue to use the faculty bulletin as a means of sharing good practice.

Further develop the use of low stakes quizzes for AifL to provide more robust tracking information to assist in making a judgement on pupil attainment.

We are continually revisiting and updating the BGE courses to ensure the best learning experience for all.

Increase in attainment across S1-S3 in session 2018/19 compared to previous sessions:

Increase in attainment in session at 3rd level Numeracy (80% vs.

60%), Algebra (72% vs. 63%), Geometry (70% vs. 49%), Data (83% vs.

63%) and Problem Solving (82% vs. 74%) in S1.

Both boys and girls have outperformed the 2017/18 cohort at 3rd

level with attainment between boys and girls remaining relatively

consistent for each SAoL.

Attainment in S3 is evidenced mainly at 4th level Silver or Gold in

2018/19 compared, consistent with 2017/18.

Staff have engaged in several BGE Moderation consults and Learning & Teaching Consults throughout the year to develop skills and knowledge in teaching mixed ability classes, questioning, digital learning and assessment strategies.

Continue to monitor BGE attainment using tracking information on OTB and faculty spread sheets. Implement a robust intervention programme for staff to follow and record any interventions.

Continue to develop the new BGE course to ensure high quality learning and assessment experiences.

Further engage with the Numeracy Moderation Hub to ensure correct moderation of pieces of work and explore holistic assessment.

We regularly evaluate our opportunities to promote STEM education through the S1 to S3 STEM Academy courses.

Evaluation of STEM Academy courses. Faculty staff indicated that the pace was too fast for the pupils in this class. Parent surveys and pupil feedback also highlighted this as a concern. This has been amended for session 2019/20 with the return of the fourth Maths period in S1.

Further explore opportunities to engage with STEM partners specifically related to Mathematics & Computing.

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We provide our learners with the opportunity to stay up to date with course content, access additional lesson and revision materials and contact the faculty for help out with school hours through the use of a Google Classroom page for each class.

All pupils have benefited from access to their Google Classroom pages. Google classroom codes are visible in nearly all classrooms and faculty staff are promoting its use continually. Pupils have benefited from access to lesson materials during periods of absence, targeted intervention and support materials being send directly to them (specifically following assessments) and a higher quality of individualised feedback on pieces of work.

Continue to develop our use of Google Classroom as a means of providing appropriate intervention to individuals or groups of pupils and as a main resource hub for all.

We developed and embedded a Robotics WAO into Computing Science.

20 pupils engaged in the WAO and learned how to design, create and program robots.

Evaluate the impact.

We continued to provide our learners the opportunity to continue in with Mathematics courses in S4/5/6 by offering alternative pathways such as Personal Finance and Applications to Mathematics.

45% of pupils entered for N5 Applications in S4 achieved grades A – C. 14% of pupils entered for N5 Applications in S5/6 achieved grades A – C. This led to 54% of the senior cohort achieving a qualification at SCQF Level 5, our highest result ever.

Continue to offer National 5 Applications of Mathematics, coursing pupils to this from the beginning.

Further develop the curriculum to suit the needs of learners.

We continue to promote engagement with the UKMT to enhance and enrich the pupil experience in Mathematics.

Pupils across all year groups took part in the UKMT Junior, Intermediate and Senior Maths Challenges. A select group of pupils also took part in the UKMT Team Challenge. One male pupil took part in the International Mathematical Olympiad and two female pupils took part in the Mathematical Olympiad for Girls. This led to achieving:

33 certificates (3 Gold, 10 Silver and 20 Bronze) in the Junior Challenge with 2 qualifications to the Junior Kangaroo Challenge

8 certificates (1 Gold, 3 Silver and 4 Bronze) in the Intermediate Challenge with one qualification for the Pink Kangaroo Challenge and one invitation to the UKMT Summer School.

4 certificates (1 Gold, 1 Silver and 2 Bronze) in the Senior Challenge with one qualification for the Senior Kangaroo Challenge

10th Place of 36 in the Senior Team Challenge

Continue to enrich the curriculum and opportunities pupils have to engage with Mathematics in this way. Introduces a BGE WAO called Maths Geniuses to upskill pupils and nurture their enjoyment of Mathematics.

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We ensure all pupils attain by continually revisiting our strategy to support identified groups using INSIGHT data, targeted support programmes and mentoring, supported by Leadership Academy.

A number of pupils attended interventions such as peer tutoring with results as noted above.

Adapt the peer tutoring programme to focus on one to one sessions with pupils from the Leadership Academy. Trial similar interventions within the BGE.

We provide opportunities for Pupil and Parental Voice to aid in constructing improvement priorities.

Feedback was gathered from pupils, parents and staff through surveys, observations and focus groups. This highlighted that:

Parental engagement in the faculty has improved, but a broader range of activities to support parental engagement within the BGE would be appreciated

The quality and frequency of homework exercises is inconsistent and follow up feedback was minimal

78% of surveyed staff across the cluster agreed that the CLPL we offered was useful but they would like a wider range of activities focussed on various aspects of teaching Maths.

Prepare a “You said…We did” document to raise awareness to pupils and parents on how important their say is. Drive forward areas highlighted as needing improvement within the session 2019/20 Faculty Improvement Plan. Engage pupil, parents and staff in an ongoing programme of evaluation activities throughout the course of the session to gauge further feedback.

We have introduced and successfully embedded a family learning programme to support families in S4-S6 and improve attainment at National 5.

A group of parents attended sessions every Thursday evening with one member of staff. Two of these parents went on to sit the National 5 applications of Mathematics exam and achieved an A. This programme contributed to the school winning the Scottish Education Award for Parents as Partners in Learning.

Further promote the family learning programme, opening it to a wider audience.

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We continue to improve the percentage of the S4 cohort achieving Numeracy at Levels 4 & 5.

Individualised and small group interventions in collaboration with Year Team staff and EWO have ensured that:

95.1% of pupils in S4 achieved level 4 Numeracy compared to our virtual comparator at 88.1%.



77.7% of pupils in S5 achieved level 5 Numeracy compared to our virtual comparator at 76%.

Continue to aim for 100% pass in National 4 Numeracy by S4. Continue to develop the capacity in members of staff within the intervention team to support learners to achieve their maximum potential.

We continue to increase the percentage of the Senior Phase cohort achieving Mathematics at Levels 5 & 6.

We have achieved a 100% pass rate in National 3 and National 4 qualifications in S4. SQA exam results show that we have our highest number of pupils achieving an award (A – C) for National 5 Mathematics. The introduction of National 5 Applications of Mathematics has boosted the percentage of the base cohort achieving at SCQF Level 5 from 41% to 54%. Significant increase in the percentage of presentation achieving all measures. Increase of 5.1% of S4 cohort achieving A-B and 2.3% achieving a pass in Mathematics. An additional 10.2% of the S4 cohort achieved a National 5 award in a Mathematics subject due to the introduction of Applications of Mathematics.

Continue to achieve 100% pass at National 3 and National 4. Continue to develop the National 5 Maths and Applications of Maths courses to sustain positive results. Continue to aim for >50% of S4/5/6 achieving a National 5. Improve results at Higher to ensure >25% of S5/6 achieve at this level.

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Tw Year Higher (National 5) increased A-B again to 92% with 100% pass rate. National 5+ increased A-B by 26% to 78% with pass rate increasing 12% to 91%. One Year National 5 saw an increase in number at all grades compared to last session: A (2 to 7) A-B (9 to 19) and A-C (17 to 29). Within the One Year National 5 (S5/6) cohort, 42% underperformed compared to their estimate. This echoes the issues that have existed versus the previous two exam diets. 6 of the 12 D awards had been estimated a pass and 15 out of 16 D and N/A were unable to achieve N5 for a second time. Work to be done through course choice - 5 of these pupils went against recommendation to change to Apps. Of 5 awards in S5/6 National 5 Applications of Maths, 2 were non-attenders, 2 extremely low attenders (<60%) and a pupil achieving 19% in N5 Prelim. This demonstrates course provides opportunities for recognition. We have increased the percentage of S5 achieving Higher by 1.5% to 20.2% (highest since 2016). The Two Year Higher pupils pass rate improved by 10% to 86% with a 4% increase in As. Increase in percentage of S6 achieving A and A-B by 5% and 8%. The percentage of the cohort achieving an A at Advanced Higher significantly increased from 2018 and highest achieved over last 6 diets by 14%.

We aim to meet the needs of all learners in the faculty underpinned by the principles of GIRFEC.

Classes across the BGE continue to be broadly streamed into three courses appropriate to learner’s current stage. Differentiated materials and scaffolded tasks are evident in course plans and lesson observations.

Develop our strategies for effective feedback on written pieces of work to encourage pupil self-evaluation and reflection. Continue to create a positive and welcoming atmosphere in the faculty by

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Effective and constructive feedback has been observed though class observations, google classroom posts, learner conversation logs and sampled jotters.

initiating a pupil celebration scheme and pupil/parent family learning workshops.

Two members of the faculty are key members of the school pupil support team.

Pupils have been able to establish positive relationships with these staff members which has improved the atmosphere in the faculty. Pupils have been observed regularly speaking with these staff members about specific curricular issues related to the faculty.

Continue to use these relationships to the advantage of the faculty. Continue to work collaboratively with pupil support and year team staff to ensure the needs of individuals are met, relationships are well established and pupils are succeeding to the best of their ability.

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Faculty: Science





We have developed and 1st level cluster Primary school course to match the benchmarks. STEM leadership academy pupils contributed successfully to our cluster STEM week plans. We are improving the quality of learning and teaching across the faculty to ensure there is consistency in pupil experiences. Staff are using a variety of digital learning strategies to provide high quality feedback as well as learning experiences for pupils using 1-1 devices in class for examples: google classroom, plickers, quizzes, quizlet, kahoot, mentimeter, padlet. We have led a significant re-development of the laboratory science course over the last 2 years. The course is much more experiential and skills-focussed. We have also seen consistently high uptake of STEM Academy in the BGE. All S3 STEM Academy pupils graduated last session with their N5 SfW in Energy

There is consistency in the delivery of Science experiences across the cluster as well as an increased level of confidence in our primary practitioners. Our pupils are arriving into S1 enthused and prepared to progress into BGE Science with greater practical experience. This is seen through regular sharing good practice and materials sessions at Faculty and Departmental Consults, wide-spread use of these observed at learning rounds and from observations and discussions, feedback from pupil focus groups. The re-development has seen a significant increase in uptake in Lab Science classes. Formal and informal class observations confirm that Lab Science is more hands-on and skills focussed. STEM Academy has also maintained high pupil numbers and again observations and focus groups have indicated that pupils have had a very positive experience overall.

We have successfully secured an Education Scotland CLPL grant which will focus on 1st level CLPL delivery across the cluster and the development of early level Science in collaboration with our early level practitioners. In addition to this, we will be timetabling in learning visits across the cluster from early level to S2. Our STEM Leadership Academy pupils will also be taking part in the National Young STEM Leaders programme.

We will continue to ensure our consults have a learning and teaching focus to allow staff to share good practise. Learning walks will be taking place throughout the year and good practise will be collated to share with staff.

We now have a responsibility to develop positive pathways for Lab Science pupils so have introduced Enhanced Lab Science and are in discussions about offering these pupils a guaranteed interview for Lab Science based NC courses at FVC Due to its success as well as parent/pupil demand we have introduced a Senior Phase STEM Academy course for our STEM Academy graduates

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We have one of the highest uptakes of pupils from P7 into S1 STEM Academy. We are able to retain our number from S2 into S3 STEM Academy and into our new Senior STEM Academy option with one full class this session. Introduction of formalised Learner Conversations through the Science Profile in the last 3 years has led to increased pupil understanding of their strengths and weaknesses. We use very specific assessment analysis pro-forma which highlight the knowledge and skills that pupils need to improve on and where they have performed well All staff are on-board with BGE tracking and monitoring. Evidence is being tracked continuously and tag sheets are being used effectively to engage pupils in learner conversations.

The feedback from pupils in terms of challenge and pace is excellent in S2/3. Pupils are enjoying the National competitions and innovative coding projects. We have maintained and in many cases improved results across the faculty. This consistency has been achieved despite a large annual turnover of staff. Pupil discussions also indicate that they can in most cases identify specific areas which they need to improve on This is evident from moderation sessions with staff where exemplars of pupils’ work are being shared to ensure consistency in standards across the faculty. The tag sheets and rubrics allow for effective feedback

The skills across BGE STEM Academy have been reviewed by the BGE team and clearly shows progression. The full BGE course has been reviewed and priorities for this session have been highlighted with all staff members on-board. Learning Journals have been developed for pupils to reflect on their skills development and evidence this throughout the year. Termly surveys will be completed by pupils to ensure the pace and challenge is appropriate, particularly in S1.

We now aim to move towards an electronic profile. So pupils can access their strengths and areas for development at any time and so that it can be shared with parents more easily.

This session, we have taken on board staff feedback to allow pupils more time to develop their investigative skills. We have also set up a moderation team that will be focusing on creating Gold and

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where pupils are clear about the level they are working on but also highlights for them how to improve from B/S to G.

Bronze examples which would be shared with pupils and staff to allow them to see the standards.





Our focus on N5 Small Group Tutoring across Science has a positive impact on our pupils with excellent pass rates across Science.

Across Science pupil behaviour and engagement with lessons and with staff is very positive, with almost all pupils engaged with their learning and forming positive relationships with staff and with each other.

Over 90% pass rate at N5 level across Science. Pupils attending SGT improved performance when compared to prelim scores. Evidence from formal and informal observations, low % of behaviour-based referrals, especially in the Senior Phase, discussions at pupil focus groups.

Our focus this session will again be based on our September assessments and round 1 of tracking reports to ensure early interventions is put in place for pupils that are underperforming. In line with the review of the whole school behaviour policy we will discuss behaviour in science with staff (through Consults and 1-1 meetings) focussing on the system of referring and dealing with behaviour, positive behaviour strategies and restorative conversations.

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Faculty: Technologies





Our staff have continued to engage with a wide variety CLPL opportunities, including a number of professional learning activities delivered as part of an in-house programme. This is furthering both the professional understanding and skills of staff.

All members of Faculty undertook 2 day CLPL activity with SSERC to develop practical manufacturing abilities.

Staff across Faculty attended a variety of SQA Events to develop understanding of course content and assessment standards, feeding back information to colleagues.

One member of the Faculty successfully completed Falkirk Council’s ‘To Lead or Not to Lead’ programme.

A number of staff now hold SQA Appointee roles, including Markers and Verifiers at N5 and H level.

Members of the Faculty were invited to deliver inputs at a variety of national events (such as Scottish Learning Festival) and looking outwards events for STEM.

Develop a more diverse in-house CLPL programme which serves to develop the skills of colleagues within the Faculty and across the school/ authority.

We successfully developed and delivered a programme of family learning to increase STEM capital amongst pupils and their families.

Demand for places was exceptionally high, with two blocks required to accommodate the number of participants.

Testimonials from families was overwhelmingly positive and led to the programme achieving national recognition at the Scottish Education Awards.

Following participation in an Education Scotland case study, the programme has been refined for the coming session for new families.

The revised programme will see more families engage with the experiences on offer, and serve as a CLPL programme for cluster primary colleagues.

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We have successfully developed a programme of professional learning for cluster primary colleagues which will lead to an improvement in the range of STEM experiences for learners.

A series of development meetings have been held with cluster primary representatives to identify professional development needs.

Enrolment in the CLPL programme for cluster primary representatives has been greater than anticipated which will lead to further positive outcomes.

Work will begin on developing a range of CLPL activities with a specific focus on meeting 1st and 2nd Level Technologies outcomes, to ensure sustainability of the programme for primary cluster representatives.

We expanded provision of our ‘World of Work’ event to include new partners from STEM and Creative industries.

Pupil and partner evaluations where overwhelmingly positive, showing in increase in pupil engagement and impact.

Our number of partners increased to provide a greater range of experiences for learners.

Work to increase the number of partners to cater for our largest ever S1 cohort.

Plan the delivery of S1 WOW within STEM Week to strengthen the links to STEM Pathways.

Establish a larger team to review and refine the S1 WOW Experience.





We have improved our BGE Tracking & Monitoring processes, with staff making more consistent and timeous assessment judgements.

Data provided by PT Performance has shown assessment judgements have been more consistently across the Faculty. Data also shows judgements were more aligned to yearly tracking points.

Moderation activities have provided evidence that staff judgements are broadly in line with agreed standards and have contributed to more reliable progression judgements.

Improve the consistency with which assessment feedback is provided to learners to enable learners to make further progress.

Ensure moderation activities continue as a frequently planned feature of faculty consults.

Make assessment criteria and moderation materials available to staff via OTB by including them within the ‘BGE Tracking’ tab.

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Majority of assessment tasks now have robust assessment and moderation criteria established to ensure continued consistency of judgements.

We have improved the learning experience across our BGE subjects, notably S1 Technologies and S2/3 Design & Manufacture.

Pupil uptake for S2 subjects has increased significantly for the 2nd consecutive year, with the number of S2 teaching sets growing from 7 to 13 in the last two sessions showing pupils are engaging more with the S1 curriculum.

Uptake from S3 D&M and PRWD in to the Senior Phase has improved, allowing us to increase provision by reintroducing a 2yr Higher D&M course back in to our curriculum and move from 3 to 4 N5 PRWD sets.

Improve structure and content of both S2/3 Graphic Communication and PRWD courses to provide a better pupil experience and improve senior phase uptake for both subjects.

We have increased staff engagement and confidence with digital learning strategies.

We have delivered regular inputs at staff consults to support staff with established strategies, and introduced new strategies.

We have significantly increased the use of digital learning resources for learners, with much greater use of Google Docs to reduce paper based resources.

Audit staff confidence with digital learning strategies to highlight concerns and inconsistencies.

Establish a programme of CLPL activities to support staff further with the use of digital learning strategies.

We have supported the planning, promotion and implementation of the Foundation Apprenticeship programmes for Business and for Engineering.

We have established a sizeable cohort of pupils who are enrolled in FAs in Business, Engineering and Civil Engineering.

Plan the implementation of ‘Community Woodwork’ WAO and further explore the delivery of NPA Construction.

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We continue to provide learners with an opportunity to share feedback on their experience within the Faculty.

Overall, over 90% of pupils indicated their experience was Good, Very good or Excellent.

The majority of pupils indicated their lessons were most often ‘Creative’ (36%) or ‘Interesting’ (20%) and 69% of pupils indicated they preferred Technologies lessons to those in other subjects.

Less than 50% of pupils indicated that work in Technologies is ‘challenging’ so we will work to increase the level of challenge in work to help learners achieve more.

Over half of the respondents indicated that Flip Learning was not a regular feature in their learning – this has been added to our FIP for 2019/20 to help drive forward the progress of learners and facilitate more effective learning.

We have improved numeracy provision within BGE courses by realigning activities with relevant numeracy outcomes.

Staff working group established with STEM staff to continuously review the delivery of numeracy as a responsibility for all.

All BGE courses now have clearly identified numeracy activities embedded within them – with clear assessment criteria developed to support staff judgements and facilitate better feedback for learners.

Continue to embed numeracy outcomes in to learning experiences in order to help support the development of numeracy skills for all learners.

We have established a learning partnership with ASD provision to allow learners to access ‘taster’ learning in Technologies.

Member of staff nominated to work with ASD pupils and develop programmes of work.

Small number of pupils were able to access Technologies Faculty out with normal curriculum structure to help them begin

Continue to work in partnership with LHS’s ASD unit to provide an increased number of Technologies experiences and enhance learners’ access to Technologies pathways.

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By increasing our use of PEF strategies, we have improved attainment for learners in a number of our courses, notably Higher Graphics and N5 Engineering Science.

We increased our use of Small Group Tutoring, delivering blocks earlier for N5 Business and N5 Graphics as a proactive intervention for identified learners.

We secured a pass rate greater than 95% for the 3rd consecutive year in Engineering Science – with our highest ever level of A and AB passes.

We were able to improve our pass rate and %AB passes in Higher Graphic Communication to equal their highest level in the last 5yrs, with a pass rate of 85%.

Continue to utilise PEF strategies to raise attainment, again placing an emphasis on underperforming areas such as Higher Business and N5 Graphic Communication.

We have continued our involvement and contribution to the whole school STEM Agenda through extra-curricular and family learning initiatives.

Technologies staff continue to lead the School Improvement Group for STEM and have been at the forefront of a drive to promote equity and improve ‘gender balance’ for learners in STEM subjects.

Technologies staff have delivered sector-leading initiatives to raise STEM capital amongst pupils. This practice has since been showcased and profiled by Education Scotland on the National Improvement Hub.

Begin involvement in the Education pilot programme for the STEM Nation Award, with Technologies staff undertaking key roles in gathering evidence for the certification process.

Documents

Larbert High School Faculty Self Evaluations 2018/19